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Bongani: Analysis of teaching and learning. . .       53

Table 5: Summary data on how learners learn natural science in the

questionnaire

Statement

Never

Sometimes

Mostly

Always

Encourage learners to share their science

ideas with the class

6%

44%

50%

Learners solve science problems on their own

6%

38%

38%

19%

Learners show active participation during the

lesson

2%

13%

35%

50%

You ask learners to explain reasoning behind

an idea

15%

59%

26%

Learners work on science investigation

22%

42%

36%

Use group work as a teaching approach

24%

34%

42%

You link the importance of science to career

choices

2%

13%

38%

47%

From the above table, the questionnaire results show that 94% of the teachers

claim to encourage learners to share their science ideas with the class, a

finding that did not resonate with classroom observations. In almost all the

observed classrooms learners learnt through verbal instruction, with hardly

any visual and practical activities. Learners were only given time to discuss

questions developed by the teacher in groups and were never given an

opportunity to develop their own questions or conduct an investigation.

However, observation of the group dynamics indicated that learners do not

share ideas; groups were dominated by the more talented learners. The TLRP

(2006) states that teaching and learning should engage learners with the big

ideas, key processes, modes of discourse and narratives of subjects so that

they understand what constitutes quality and standards in particular domains.

This engagement was missing in 72% of visited and observed classrooms.

About 80% of the observed teachers did not seem to grasp their learners’

preferred learning styles, which should inform the selection of their

pedagogical approaches. Also, it was evident that teaching was routine and

without critical reflection.

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